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2 | P a g e Office of Educational and Faculty Development 2016-2017 Annual Report

Table of Contents

Executive Summary ............................................................................................................................................... 3

Our First Year ........................................................................................................................................................ 4

Origination: ....................................................................................................................................................... 4

Strategic Planning: ............................................................................................................................................ 4

Operations: ....................................................................................................................................................... 4

Human Resources ............................................................................................................................................. 5

Our Service Model ................................................................................................................................................ 5

Our Activities......................................................................................................................................................... 6

Faculty Development ........................................................................................................................................ 6

Communications strategy: ............................................................................................................................ 7

Curriculum Development ................................................................................................................................. 7

Program Evaluation and Educational Research ................................................................................................ 9

Organizational Development .......................................................................................................................... 10

Service............................................................................................................................................................. 10

College Specific Activities ............................................................................................................................... 11

College of Nursing ...................................................................................................................................... 11

College of Pharmacy ................................................................................................................................... 11

College of Rehabilitation Sciences .............................................................................................................. 11

College of Dentistry .................................................................................................................................... 11

Max Rady College of Medicine ................................................................................................................... 12

Looking Ahead .................................................................................................................................................... 14

Appendix 1 Strategic Priorities of OEFD ......................................................................................................... 15

One-Year Goals: .......................................................................................................................................... 15

Five-Year Goals ........................................................................................................................................... 15

Appendix 2 Members and Roles in OEFD ....................................................................................................... 16

Appendix 3 Faculty Development Activities 2016/2017 Academic Year ........................................................ 17

Table 1 Faculty Development Activities for the 2016/2017 year ......................................................................... 7 Table 2 Curriculum Development Support for the 2016/2017 year ..................................................................... 8 Table 3 Research and Evaluation Activities for the 2016/2017 year .................................................................... 9

Figure 1 Our Service Model and Philosophy ......................................................................................................... 5 Figure 2 Our Functional Chart ............................................................................................................................... 6


Executive Summary Over the past year the Office of Educational & Faculty Development (OEFD) has made significant

contributions to the mission of the Rady Faculty of Health Sciences. These contributions have been in the

areas of curriculum development and innovation, educational research,

program evaluation, and faculty development. Specific activities in these areas

were offered at the Rady Faculty level, at the college level, at the program

level, and at the department level, thus reaching broadly across the

organization.

We delivered over 60 faculty development workshops in the 2016 -2017

academic year, reaching over 763 participants and over 1,300 contact hours.

Although most of these sessions were delivered face to face, we also

expanded into offering webinars. We developed two online courses: one to

prepare faculty to teach online and a second on course development. In the

area of curriculum development and innovation, major contributions were

made to the development of a renewed Bachelor of Health Studies (BHSt)

program, and at the college level, we are contributing to the development of

the PharmD program in Pharmacy, and to the Postgraduate Medical Education

(PGME) Core Curriculum. We are also providing pedagogical support for the

Competency by Design implementation in PGME, and the development of the

longitudinal integrated clerkship in undergraduate medical education (UGME).

Also in Medicine, we have supported curriculum development for online

learning for a number of courses at both postgraduate and undergraduate

levels.

The Office continues to support program evaluation in undergraduate

medicine, by providing leadership for the evaluation of the renewed UGME

curriculum and supporting the ongoing course evaluation process. We are

providing pedagogical advice for program evaluation in the College of

Pharmacy. Educational research is a growth area for us, with a goal to have a program of practical research

that informs our curricular decision making. Current projects, such as what makes a good assignment, are

derived from real questions posed to us by faculty. Finally, at the college level in organizational

development, we facilitated the College of Rehabilitation Sciences (CoRS) research retreat to support the

development of a college-wide research strategic plan.

This activity has all occurred in a period of tremendous change for the Office. In the midst of creating the

organizational structures needed to provide the services to fulfill our newly created mission, Office members

moved physically from 260 Brodie to S204 Medical Services Building. Alongside the physical changes, we

engaged in other major change processes. We hired new members and said goodbye to others; we held

retreats to envision goals, formulate a strategic plan, and build governance processes and structures; and we

expanded our services to the entire Rady Faculty of Health Sciences. And we fulfilled our mandates in

OEFD Mission

Statement

The Office of Educational and

Faculty Development in the Rady

Faculty of Health Sciences is a

resource for promoting

excellence in teaching and

scholarship across the continua of

health professions education.

Through evidence informed

practice, Office members engage

in and support curriculum

development and innovation;

educational research and

program evaluation; and faculty

development activities that assist

faculty members in their roles as

educators, researchers and

administrators.


curriculum development and innovation, educational research and program evaluation, and by supporting

Rady Faculty of Health Sciences faculty members in their various academic roles.

Our First Year Origination: The Office of Educational and Faculty Development

came into operation on April 1, 2016 as a Rady Faculty of Health Sciences

unit responsible for faculty development, educational development and

some aspects of organizational development. As a Rady Faculty platform,

the OEFD was constituted from the permanent/paid staff within the

College of Medicine’s Department of Medical Education (DME). Although

the DME continues to exist from an administrative (HR and Budget)

perspective, it ceased to deliver program and services under its name as

of April 1, 2016. From this date forward all programs and services

previously delivered by the DME are now delivered by OEFD.

Strategic Planning: Previous to its creation, very little

organizational structure existed to support the operation of the DME. As

such, one of the first activities for the newly formed OEFD was to develop

internal structure. This was necessary to ensure decision making was responsive and collaborative as well as

to ensure the five colleges of the Rady Faculty of Health Sciences would have representation and input into

the operation of OEFD. Thus four committees were created: an OEFD Committee which includes all

‘members’ of OEFD (including external College Liaisons from Nursing and Dentistry), a faculty development

planning committee, a liaisons committee and an educational development committee. One of the first

activities of the OEFD Committee was to develop a brief strategic plan to help guide the activities of the

OEFD and set priorities for the coming year (attached as Appendix 1). Other work coming from the

committees was the development of the 2016/2017 Faculty Development Plan and the sharing of

expertise and resources among the colleges (e.g. discussions regarding Entrada and its potential use for

programs beyond undergraduate medicine).

Operations: The office underwent a physical move in midsummer. With support from Jisselle Buan and

the services of Physical Plant and IT, the offices in S204 Medical Services Building became the new home for

OEFD members. Some scrounging for furniture made possible by parallel moves by other units helped make

the space comfortable and inviting. With the move out of the Dean’s Office, Medicine, OEFD can be easily

identified as a faculty-wide resource. Concurrent with the move, the existing registration system for faculty

development events became obsolete. Thus OEFD members provided input into the design of the new

system developed by Continuing Competence and Assessment and undertook training in its use.

Finally, in line with OEFD’s newly minted strategic plan, roles in the new unit were reorganized. Liaisons with

the five colleges were chosen, individuals identified areas of specialty (for example, interprofessional

collaboration, mentorship, or online learning), and accordingly the various Educational Specialists took on

and developed their roles. For a complete listing of roles, see Appendix 2. Some roles were shared by all

Our Five-Year Vision

OEFD is seen as a highly valued

component of the Rady Faculty of

Health Sciences. Our work makes a

difference and contributes to the

mission of the faculty, its colleges,

and the university as a whole.


members. For example, minutes for team meetings were recorded by each member in succession; OEFD

journal club facilitation was rotated; and different members edited a given OEFD newsletter issue. Although

these examples indicate division of labour, in part, these duties were shared to enact scholarly practice.

Lifelong learning and quality improvement are seen in the experience of engaging in tasks informed by

research, with feedback from peers, time for individual reflection, and subsequent application. In addition, in

different ways, each activity contributed to professional development in a local (office level and

geographically local) and relatively inexpensive way. As such, we enriched our community of practice.

Human Resources. Two individuals left OEFD in 2016-2017. Stephanie Mowat (Research and

Evaluation Lead) resigned to move out of province. We successfully recruited Christen Rachul, PhD as our

new Research and Evaluation Lead. We obtained approval for a new position to help support the

implementation of competency-based education in postgraduate medical education. We successfully

recruited Tanya Walsh as our Educational Specialist, PGME – competency based medical education.

After 18 years, Holly Harris resigned from her position as Educational Specialist/Communication Skills

Coordinator. After consulting our stakeholders regarding anticipated needs, we adjusted the duties for this

position and will be recruiting in April/May 2017 for a full time educational specialist to work in the areas of

student assessment and program evaluation.

Our Service Model Based on our mission and vison we have developed the service model as depicted in Figures 1 and 2.

Figure 1 Our Service Model and Philosophy


Our Activities Programs and services offered by OEFD can be delivered at the Rady Faculty level, the College level and/or at

the Program/Department level. At each level, activities include faculty development, educational

development, educational research and evaluation, and some aspects of organizational development. As part

of our new scope of services, faculty development in areas such as research and leadership have been

broadened beyond the field of education.

As part of informed service and support to the Rady Faculty of Health Sciences, OEFD members surveyed

faculty (online survey) and interviewed 16 educational leaders one-to-one regarding their perspectives,

needs, and priorities in educational and faculty development. Analysis of these data informed program

planning and delivery.

Faculty Development Faculty development is provided in the areas of teaching, research, and career development and for graduate

students. A summary of offerings is in Table 1. A full listing of sessions offered can be found in appendix 3.

Figure 2 Our Functional Chart


Highlights from the year include the launch of faculty development webinars (6 this year), a highly successful

Educational Research Day, and the use of streaming video conferencing to bring in an external speaker. In

addition, OEFD has expanded its faculty development activities aimed at graduate students, with a dedicated

TIPs session, tailored workshops (2 this year) and a longitudinal series on academic writing.

Table 1 Faculty Development Activities for the 2016/2017 year

Faculty Development Topic Area Number Sessions Number of Attendees

Teaching and learning 18 268

Curricular design 9 113

Program evaluation and educational research 5 101

Rural faculty development (on site) 4 40

Resident faculty development (CoM)* 4 440

Department specific 5 92

Graduate student faculty development 3 66

Career development 3 26

Journal club 9 57

Total 60 763 (1203 including residents)

*requirement of UGME accreditation

Moving forward, our plans include expanding our career development offerings, developing a more formal

new faculty program aimed at preparing new faculty for their various roles (teacher, researcher,

administrator), and developing a graduate program for teachers in the health professions.

Communications strategy: Communications play a key part of the OEFD faculty development strategy. The OEFD Newsletter is a critical

part of this strategy, as is the OEFD website. OEFD members contribute to the quarterly OEFD newsletter.

Editorship is assigned to individual members, usually related to the issue focus. The newsletter is emailed to

faculty through various listservs, and issues are archived on the website. Newsletter topics for the past year

were as follows:

2016 Issue 1 Educational Research

2016 Issue 2 Indigenous Health Education

2016 Issue 3 Learning Theories

2017 Issue 1 Online Learning

2017 Issue 2 Reflection for Learning

The website is under redevelopment to reflect OEFD’s new look and our expanded focus. Along with the

redevelopment the Rady Faculty Communications office is developing a new look for OEFD Faculty

Development notices and posters. Watch for the new look this fall.

Curriculum Development Assistance with curriculum development and innovation has been an area of growth for OEFD in the past

year. Work in this area has ranged from simple consultations regarding mapping of curriculum, assistance


with developing online components to courses, to leading the revision of an entire curriculum. Table 2

outlines some of the activities in this area.

Table 2 Curriculum Development Support for the 2016/2017 year

COURSE OR PROGRAM ACTIVITY

Bachelor of Health Studies Led curricular redesign. Included consultations with key stakeholders, review of offerings, and development of a new curriculum. Currently before senate.

PharmD Assisted with the development of the clinical supervision model through a comparison of RFHS supervision models. Provided advice and assistance where requested.

Clinical Reasoning Course - UGME

Design of the online portion of the course in consultation with Course Lead – 42 Assigned studies over year 1 & year 2.

Curriculum Renewal – UGME

Active participation and leadership in renewal process. Representation on all committees. Provided advice and pedagogical expertise in the design, development, and implementation of the curriculum. Leading research project to evaluate the new curriculum.

Online course Teaching Online

Development of a cohort based course in UMLearn to prepare faculty to teach online. Course launch in 2017/2018 academic year.

Online course Introduction to Educational Research

Development of an asynchronous course on educational research. Course will be launched in the 2017/2018 year.

Pediatric Anesthesia Academic curriculum

Working with the program directors, developed and designed an online curriculum to supplement the academic half day curriculum

Mapping of Assessments – College of Pharmacy

Mapped student assessments to Association of Faculties of Pharmacy of Canada (AFPC) Education outcomes.

Development of Core Curriculum for PGME

Developed and maintain courses in the PGME core curriculum: diversity, prescription writing, resident and the learning environment, professional boundaries, teaching development program, and conflict management.

Competency Based Medical Education

Co – lead and provide pedagogical advice and guidance for the implementation of CBD in PGME, including advising on assessments, mapping, communication, faculty development, and research/evaluation.

Family Medicine Postgraduate Academic Program Resource

In consultation with Family Medicine, created a ‘course’ in UMLearn for faculty to share resources, presentations, curricular documents, schedules, and discussions.

Exam Prep Course – Family Medicine

Working with Family Medicine, developed a SAMP course (short answer management problem) for family medicine residents preparing for their licensing exam.

Mapping of the UGME curriculum

Map sessions and courses to the UGME global objectives.

Teaching strategies consultations – Pharmacy

Consultations with faculty members regarding implementing innovative teaching strategies

Research presentation support

Developed an online format for poster presentations at conferences.


Program Evaluation and Educational Research Program evaluation and educational research are core activities of the Office. Under our new Research and

Evaluation Lead, our research activities over the last year have expanded. Highlights include our first

publication in Academic Medicine, the foremost journal in medical education, as

well as an invitation to participate in a research project evaluating experiential

learning models. In addition, OEFD members are participating on program

evaluation committees for the Max Rady College of Medicine and the College of

Pharmacy, providing advice and guidance from an educational perspective. OEFD

also offers consultation services for faculty members and graduate

students/residents considering an educational research project. And internally,

OEFD is developing a comprehensive evaluation framework for its faculty

development offerings, to ensure that the faculty development that we offer

makes a meaningful difference for teachers and learners in the health professions.

Table 3 outlines the research and evaluation projects in which OEFD is involved.

Table 3 Research and Evaluation Activities for the 2016/2017 year

PROJECT DESCRIPTION

UGME Curriculum Renewal Evaluation

Comparing pre & post implementation of the renewed UGME curriculum as part of 8-year evaluation study.

Pharmacy Curriculum Evaluation Participating on Pharmacy Program Evaluation Committee; providing pedagogical advice related to evaluation practices.

BHSt project Needs assessment for development of new BHSt.

OEFD Faculty development Development of an evaluation framework for OEFD faculty development.

Comparing Experiential Learning Models for dietetic interns

With Community Health Sciences, study proposal to determine varying outcomes from different models for experiential learning.

UGME Assigned studies project Undertaking study to assess characteristics that make an assigned study/assignment more successful.

Narrative Feedback study With psychiatry resident, designed a study to evaluate the impact of narrative feedback.

CaRMS letter writing study With Student Affairs, evaluating if working with a professional writer will improve the ‘match’ of medical students entering PGME.

MPAs program evaluation Conduct surveys of graduates and employers and student focus groups to provide feedback for program improvement.

CPD Impact study Assess the impact of ‘Obesity Intervention for Front-line Healthcare Providers’ to determine any change in practice.

CPD Event needs assessments Conducted needs assessments for CPD on physician assisted dying; and for family physician anesthetists.

Delivering Bad News Project Involved in project to assess whether new curriculum on delivering bad news improves student performance.

Our First

Publication

Artemeva, N., Rachul, C.,

O’Brien, B., & Varpio, L.

(2017). Situated Learning in

Medical Education.

Academic Medicine, 92(1),

134.


Organizational Development OEFD provides consultation and support in the area of organizational development on an as requested basis.

One such service involves facilitating groups, particularly concerning strategic planning. Activities in this area

included facilitation of the CoRS research strategic planning process, teaching in the Academic Health

Sciences Leadership Program, and participating on various initiatives such as representing the Dean’s Office,

Max Rady CoM in UM’s Office of Sustainability activities on Bannatyne campus and participating on the Truth

and Reconciliation Commission– RFHS Education Across the Spectrum Working Group.

Service Actively participating on various committees, OEFD members offer their expertise from the broad to specific.

Whether contributions regard organization or nation-wide concerns or micro pedagogical questions,

involvement in committee work helps to inform the work of OEFD, keeping it relevant to the university and

faculty missions. In addition, representing the University of Manitoba nationally/internationally, OEFD

members make valuable connections with the greater academic and health professions communities. Within

each member’s portfolio, they participate in relevant educational committees, to provide advice and

guidance to the program, college, or department. These typically include curriculum committees, program

evaluation committees, planning committees, and faculty development committees. Details of these

activities are outlined in the college specific activities.

National/International:

AFMC – Faculty Development Committee executive;

AFPC, Pharmacy Experiential Programs of Canada (PEP-C) Committee

Directors of Health Professionals Education Research Units

Associate Editor, Canadian Journal of Medical Education

Abstract reviewers – CCME, FMF, CFPC Janus Awards

University of Manitoba:

Senate Committee on Course and Curriculum Changes

Flexible Learning Committee

Learning Technologies Systems Advisory Committee


College Specific Activities Within each of the colleges, OEFD provides services on a consultation basis, and where invited, as a regular

participant in educational activities.

College of Nursing The College of Nursing employs its own Educationalist as the Coordinator of Innovation in Teaching and

Learning (Helen Mawdsley). This position sits on OEFD committees and participates in the faculty

development planning. OEFD provides services to Nursing under the guidance of the coordinator, including

presentations on teaching communications skills, blended learning, and providing feedback in a clinical

setting. In addition, all hospital based nurse educators, whether affiliated with the WRHA or the College of

Nursing, are invited to attend all OEFD faculty development events.

College of Pharmacy OEFD has established a permanent educationalist position with Pharmacy through the reassignment of an

OEFD educationalist to this role (Stephanie Giberson-Kirby). This individual regularly attends faculty

meetings, meets with college educational leaders, and participates in the academic learning community.

Through this role, OEFD has provided support for the development of the PharmD, participated on the

program evaluation committee, and has participated in the development and delivery of curricular topics

such as motivational interviewing and ethics. Our Pharmacy liaison has also provided advice on teaching

strategies to individual faculty members, helped to develop educational resources (such as peer assessment

rubrics), and completed a mapping of assessment strategies with the national competency framework in

preparation of accreditation. She participates as one of the College of Pharmacy representatives on the AFPC

Pharmacy Experiential Programs of Canada Committee. Faculty members from the College of Pharmacy

actively participate in OEFD’s faculty development program.

College of Rehabilitation Sciences OEFD has established a permanent liaison position with the College of Rehabilitation Sciences (Steve Yurkiw).

However, integration of this individual into College educational activities has been slower. Work on

developing a MOOC to assist with the professional development of practicing rehabilitation professionals has

been one area of collaboration in the past year. In addition, the Office has supported the College of

Rehabilitation Sciences with the development of their research strategic plan. Faculty members from CoRS

actively participate in OEFD’s faculty development program.

College of Dentistry The College of Dentistry employs its own Educationalist as the Director of Faculty Development and

Educational Resources (Dieter Schönwetter), who was on sabbatical last year and was replaced in the interim

by Doug Brothwell. There is a close working relationship between OEFD and both Dieter and Doug, with

active participation on OEFD committees, initiatives, and faculty development offerings. Both Dentistry and

Dental Hygiene faculty members participate actively in OEFD offerings.


Max Rady College of Medicine As a consequence of OEFD’s roots in medicine, activities in the Max Rady College of Medicine (CoM) are well

established. OEFD members are regularly involved in undergraduate, postgraduate, physician assistant, and

graduate programs, and are regularly invited to participate in programs at the department level. College

liaisons (Joanne Hamilton and Anita Ens), the Research and Evaluation Lead (Christen Rachul), and the Post-

licensure Communications Skills Facilitator (Ingrid Toews) provide a significant level of support to all CoM

programs. Activities, many of them ongoing, are listed under each of the CoM programs.

UGME

Active participation and leadership throughout the renewal of the undergraduate curriculum. Representation on all UGME curriculum renewal committees. Provide advice and guidance/pedagogical expertise in the design and development of the new curriculum. Leading the research project to evaluate the new curriculum.

Active participation on most UGME standing committees: Preclerkship Committee, Clerkship Committee, Integration Committee, Curriculum Executive Committee, Program Evaluation Committee and UGME Management Committee.

Provide educational expertise for the in-depth review of UGME courses/clerkships (program evaluation)

Provide instructional development for online learning for courses choosing this methodology (e.g. Clinical Reasoning course - 42 assigned studies covered in years 1 and 2).

Provide group facilitation for contentious issues e.g. the revision of the academic half day during clerkship.

Participation in the medical school admissions interviews (MMI)

Student supervision for TTR selective in Medical Education (4 students per year)

Support for UGME accreditation (Standards 6/7 and 4)

Brandon Satellite Program support, (minor) development of longitudinal integrated clerkship – faculty development, consultation re: proposal to university.

PGME

Active participation on many PGME standing committees (education related): PGME Executive, Core Curriculum, Educational Development, Accreditation and Internal Review committees. Providing guidance and advice on pedagogical issues, including resident remediation.

Co-Lead and actively participate in the implementation of Competency Based Medical Education (CBME). This includes Co-Leadership and membership on the CBME Steering Committee; leadership and participation on the Research & Evaluation and Faculty Development committees, and participation on the Staff Development and Assessment committees. Activities included:

o Development of a faculty development plan for CBME o Development of a research and evaluation plan for CBME o Meeting with individual departments (e.g. OHNS, Anesthesia) regarding their needs for

their upcoming implementation of CBD.

Instructional development of courses that are part of the Core Curriculum for PGME, including diversity, prescription writing, resident and the learning environment, teaching development, and professional boundaries.

Teaching components of the Core Curriculum for PGME (e.g. conflict management) and marking approximately 300 resident assignments yearly.


Incorporation of webinars to deliver Core Curriculum to rural and remote residents.

Teaching Communication skill sessions for residents on Sharing Bad News, Medical Error, and Patient Counseling.

Providing department specific faculty development workshops such as Motivational Interviewing for Pediatrics and Mindfulness in Healthcare – these session focused on the topic and how to teach associated content to residents.

Targeted faculty development responsive to priorities of PGME (e.g. introduction to CBME, presentation at Internal Medicine grand rounds related to CBD).

Generating content for PGME Newsletter to disseminate information and communicate with residency programs regarding Competency Based Education.

Updating of Family Medicine Preceptor Toolkit.

Physician Assistants Program

Active participation on PA program committees (PA Curriculum Committee and PA program evaluation committee). Provide advice and guidance on pedagogical issues.

Development of online Faculty Development for distributed PA preceptors.

Manage the evaluation process for the PA program (focus groups, interviews and surveys).

Assist with preparation of self survey document for PA program.

Participation in the PA program admissions interviews.

Guest lecturing in the PA program including PA-CanMEDS, How to write a research question, Quality Improvement in Clinical Practice, and Nutrition for PAs.

MPAs Program Evaluation Study: to investigate the current practice settings of MPAS graduates, the roles they play in the workplace, and their perceived level of preparedness as they enter the workplace.

Participation in MPAS admissions MMI.

IMG Program

Guest lecture in the IMG orientation – topics include CanMEDS roles, Feedback, Culture & Communication.

Participation in the IMG admissions interviews.

IMG Program Evaluation Project. Exploring the selection process, the orientation session, rotations, mentorship program, and the overall preparedness of the graduates as they enter the workplace. Practice settings and overall satisfaction levels regarding their workplace is explored in the follow-up surveys.

Practice supervisor training – five half day workshops provided this academic year

CPD Program

Various research projects related to event evaluation and impact, such as the Obesity Day.

Needs assessment – three projects assessing the needs of CPD clients, one general to all providers to assess their CPD needs, one related to FP-anesthetists, and another on physician assisted dying.

Consultation on educational projects as needed.

Clinician Assessment and Remediation (individualized assessment and remedial learning plans for Clinicians).


Graduate Students Workshops preparing graduate students for their academic role(s) are a new regular offering of OEFD. This

year these included:

TIPs (Teaching Improvement Programs)

Academic Writing

Asking Good Questions

Oral Presentations

Organizing a Teaching Session

Department Specific Activities in the Max Rady College of Medicine

Serve as Director of Faculty Development, DFM

Looking Ahead The past year has been one of tremendous growth for OEFD. We have also significant contributions to the

mission and vision of the Rady Faculty of Health Sciences, and its five member colleges. Looking ahead, we

hope to grow our relationships with all five colleges of the Rady Faculty. In the area of faculty development,

we will continue to offer a needs informed faculty development program. To compliment this, we will be

expanding our use of technology to reach our distributed campus and launching a peer observation of

teaching program to assist faculty in enhancing teaching and learning in their practice. In addition, we will be

working with various partners to develop a more robust new faculty program. Support of curriculum

development and innovation is ongoing, with a major focus on the upcoming implementation of CBD and

the PharmD programs, as well as the continuing evolution of curricula across the colleges.

Program evaluation activities will continue to expand, as accreditation bodies demand outcome evaluation

of curricula. To meet this growing need, the OEFD has recently hired an educational specialist whose focus

will be on assessment and evaluation. Thus OEFD will be able to provide education programs with enhanced

support for program evaluation, whether at the course, year, phase, or curriculum level. Educational

research activities will also continue to expand, though they will continue to focus on practical research that

assists with decision making. Consistent with other health profession schools’ educational development

units, we have repositioned our research and evaluation lead to be the OEFD Director of Research, with a

mandate to build a community of educational research across all five colleges. Finally, we will continue to

work in the area of organizational development, as a means to promote the development of a learning

organization and support excellence in teaching and learning.


Appendix 1 Strategic Priorities of OEFD

One-Year Goals: 1. OEFD committees are established and functioning

a. Terms of reference are established. b. Committee meetings underway.

2. Programs are expanded – Faculty Development and Career development a. Distributed faculty development for community based Faculty members is

occurring. b. Career development for new members of the faculty (new faculty orientation) is

developed. 3. Liaisons are established for Pharmacy and CoRS

a. Liaisons are beginning to be integrated into College communities, as evidenced by participation on committees and in college level educational initiatives.

4. Strong internal community of practices within OEFD is beginning to develop a. Development of a professional identity as OEFD, regular team meetings, with full

participation by all members, and with reflection as part of the process. 5. Engaging in healthy work practices

a. Workspace, performance management practices and personal development plans support a productive and healthy team.

Five-Year Goals 1. OEFD is fully functioning as an organizational unit

a. Budget established and used for planning. b. Policies developed that are relevant to the unit.

2. Programs are responsive to stakeholders needs and reflect priorities of the organization a. Regular needs assessments occur and inform all programming, budget reflects these

needs. b. Evaluation of programs is systematic and based on best practices.

3. Development of advanced training opportunities for health professional education underway 4. New programs are launched and are evaluated

a. Peer evaluation/observation of teaching program operating. b. Distributed faculty development is robust. c. Teaching innovations program is in place.

5. OEFD has a reputation for innovation and scholarship a. Work has been published regarding innovative teaching and curricular development in

the Rady Faculty of Health Sciences, research is conducted that makes a difference in health professions education.

b. OEFD faculty members are seen as experts whose advice is sought regarding educational innovations


Appendix 2 Members and Roles in OEFD

OEFD members

Director – Joanne Hamilton

Faculty Development Coordinator – Karen DePape

Educational Specialists – Anita Ens, Stephanie Giberson-Kirby, Tanya Walsh, Steve Yurkiw

Research and Evaluation Lead – Christen Rachul

Research Associate – Heather Long

Post – licensure Communications Skills Facilitator – Ingrid Toews

OEFD Liaisons

Dentistry – Doug Brothwell (Dieter Schonwetter)

Medicine –Joanne Hamilton and Anita Ens

Nursing – Helen Mawdsley

Pharmacy – Stephanie Giberson-Kirby

Rehabilitation Sciences – Steve Yurkiw


Appendix 3 Faculty Development Activities 2016/2017 Academic Year Teaching/Instructional Methods and Student Assessment:

Topic Attendance Notes

Classroom teaching:

Formative feedback in the classroom 7

Using questioning to enhance classroom effectiveness 9

The ideal lecture: Do’s and Don’ts 24

Clinical teaching:

RIME: Evaluating the clinical learner 7

The one minute preceptor: Teaching in a clinical setting 10

Teaching evidence-based practice in a clinical setting 39 Face to Face & Webinar

Teaching clinical reasoning 10

Giving feedback in a clinical setting 25 Face to Face & Webinar

Supervising in practice (two workshops) – chart stimulated recall, giving difficult feedback (delivered three times)

50 For community based preceptors – day long workshop

Cognitive load theory: implications for workplace learning 15

Clinical teaching online n/a Online modules

General:

Faculty TIPs 12 Two day workshop

Mindfulness teaching and practice: The present moment 8

Mindfulness teaching and practice: The effect of perception on one’s responses

7

Mindfulness teaching and practice: Stress physiology 4

Conflict management in health care teams: Teaching strategies part 1

11

Conflict management in health care teams: Teaching strategies part 2

10

Giving performance feedback 20 Part of CHI leadership course

Curricular Design


Addressing the hidden curriculum through curricular design 8

A learning theories primer: How people learn 19

Writing learning objectives that matter 19 Face to Face & Webinar

The call to be health promoting: Designing curricula that promote health

14

Designing multiple choice questions 25 Delivered by MCC

Course under construction n/a Online asynchronous course/resource available to all UGME course leaders

Designing effective assessments 11

A little bird told me: Entering the world of twitter 6

Academic Twitter: Influence and collapsed publics 11

UMLearn (learning management system) one-to-one consultations


Program Evaluation and Research


Introduction to Educational Research: Research day 22 Oral & poster presentations

Analyzing qualitative data: A hands-on workshop 21

Becoming a teacher-researcher: An introduction to the scholarship of teaching and learning

15

Storify: Make Your Research Tell a Story 18

Getting started in Educational research 25

Rural Faculty Development


Giving feedback, orienting the learner, organizing your practice for teaching

10 Brandon

Chart stimulated recall, giving difficult feedback 13 Brandon

Giving feedback 3 Brandon – Family Medicine

The difficult learner, assessment tools, one minute preceptor

14 Boundary Trails

Resident Faculty Development (delivered by OEFD, related to teaching)

Department Specific Organized by OEFD


Implementing competency based education 14 Family medicine

Implementing evidence based practice 10 Family medicine

Teaching mindfulness (three workshops) 15 Paediatrics

Curriculum mapping 3 Pathology Getting started in competency based education 50 Internal medicine grand rounds

Graduate Student Faculty Development (delivered by OEFD, targeted at teaching)


TIPs 16 2 day workshop

Giving a good talk 25

Asking good questions 25

Career Development


Academic career advancement 7

Academic career advancement webinar 12

Mentoring in health professions teaching: Finding the pearls avoiding the perils

7


Teaching development program 1: Clinical teaching All Online; required in first year

Teaching development program 2: Special topics All Online; required in first year

Teaching development program 3: Public speaking All Required before graduation.

Conflict management All Required before graduation.


Journal Club


Managing organizational change 5

Educators’ understanding of theory and practice 6

Clinician educators and their motivations to teach 6

Teaching motivational interviewing 7

Using activity theory to improve teaching and learning 6

Diversifying our ways of knowing diversity 9

Remediation 7

Pre-assessment effects of summative assessment 5

Reflection and blogging 6

Total OEFD Faculty Development

Type of Session Number of sessions Total attendance

Teaching and learning 18 268

Curricular design 9 113

Program evaluation and research 5 101

Rural faculty development (onsite)

4 40

Resident faculty development 4 440

Department specific (OEFD) 5 92 Graduate student faculty development

3 66

Career development 3 26

Journal club 9 57

Total 60 763 (1203 including residents)

Selected Other Faculty Development

Topic Attendance

Office of Research offers a 5 part series for new faculty, twice per year: Writing Grants, Mentoring, Professional Development, Bibliometics, and ethics (note: will be jointly offered in 2017/2018 with research services and OEFD)

Average 10 at each

Centre for Health Care Innovation offers a cohort based leadership development course each year.

15 – 20 participants per cohort

Interprofessional Education: the IPC office offers training for faculty teaching in the IPE sessions each year. All facilitators must attend this workshop

All facilitators

The clinical reasoning course offers faculty development for all their tutorial leaders and provides a training manual before they are permitted to teach in the course. Development of training was assisted by OEFD

All tutorial leaders

CATL – offers UMLearn training on a consultation basis. May offer other faculty development on a consultation basis.

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